saskatchewan.ca

Leading for Change Supplement to Play and Exploration: Early Learning Program Guide

Saskatchewan Ministry of Education would like to extend a special thank you to Stephan, age four, for his ladybug drawing.

Early Learning and Child Care Branch

Ministry of Education

February 2008

ISBN 978-1-926631-30-1

This publication can be found on the Saskatchewan Ministry of Education website.

www.education.gov.sk.ca/ELCC

Leading for Change

TTABLEABLE OFOF CCONTENTSONTENTS

OVERVIEW OF THE EARLY LEARNINGPROGRAM GUIDE ................................................................................................ii

THE PROCESS OF CHANGE ......................................................................1

LEADERSHIP IN A TIME OF CHANGE ..............................................5

PRACTICAL IDEAS FOR IMPLEMENTINGTHE GUIDE ................................................................................................................9

RESOURCE SHEETS ........................................................................................13

REFERENCES ..........................................................................................................27

i

Leading for Change

OOVERVIEWVERVIEW OFOF THETHE PPLAYLAY ANDANDEEXPLORATIONXPLORATION: : EEARLYARLY LLEARNINGEARNING PPROGRAMROGRAM GGUIDEUIDE

Play and Exploration: Early Learning Program Guide was distributed to the early learning

and child care sector in the spring of 2008. The Guide is a resource for educators to pro-

mote high quality, age-appropriate, play-based learning experiences for young children –

primarily three-, four- and five-year olds.

The Guide focuses on the vision, principles and foundational elements of quality early child-

hood programs. The foundational elements include:

• Children as Competent Learners

• The Changing Role of the Educator

• How Young Children Learn

• Observation and Reflection – Critical Skills

• High Quality Programming – What Does It Look Like?

In addition, Play and Exploration features experiences and photographs from early learning

environments across Saskatchewan.

To obtain additional copies of Play and Exploration: Early Learning Program Guide or to

learn more about workshops and resources visit the Early Learning and Child Care section

of the Ministry of Education website www.education.gov.sk.ca/ELCC

What is the Into Practice series?

The Into Practice Booklets are supplementary resources that expand upon the major compo-

nents in Play and Exploration: Early Learning Program Guide. The Into Practice Booklets

offer additional background information and ideas for implementation in early learning and

child care programs.

How does this Into Practice Booklet, Leading for Change, connect to

Play and Exploration?

The purpose of this booklet is to support early childhood education leaders in the implemen-

tation of the Guide. It provides key ideas to support adult learning and change, practical

suggestions and resource sheets.

ii

ACKNOWLEDGEMENTSThe Ministry of Education gratefully acknowledges the important work of the primary

author:

Caroline Krentz

Professor Emerita

University of Regina

Special appreciation is extended to those willing to share their stories and photos so others

may benefit from their experiences.

We are the meaning makers – every one of us ... the responsibility is clear: to interactwith those in our care in such a way as to foster and enrich their meaning making.(Wells, 1986, p. 222)

Leading for Change

iii

The Process of Change

Leading for Change

THE PROCESS OF CHANGE The introduction of the Play and Exploration: Early Learning Program Guidebrings exciting learning opportunities for early childhood educators. The

Guide provides opportunities to revisit professional practice and opens new

program possibilities that build high quality learning environments. It also

encourages change in how educators think about children’s learning, their

environments and their relationships. Change is a familiar but demanding

learning process that affects all educators throughout their professional careers

and personal lives.

Changing beliefs and practices is challenging. Some educators will be fully

engaged and eager to implement the vision and principles of the Guide while

others will be resistant to making changes. Some emotions that educators may

experience are: discomfort, denial, resistance, fear, defensiveness, excitement,

affirmation, hope and enthusiasm. These are normal emotions when change is

happening, and it is important to acknowledge these feelings and to encourage

and support open honest communication.

For directors of child care, administrators, supervisors, consultants and

superintendents of education, the Guide represents a new resource outlining

innovative approaches and refreshing ideas for early learning based on research

and best practice. As in any change, leadership and support will be essential as

educators explore and discover effective ways of viewing, engaging and

interacting with children.

IMPLEMENTING CHANGES IN PRACTICE:At times I have felt excited, other times frustrated and evenfearful. Most of the time, I feel excited and affirmed, especiallywhen I observe children actively involved with materials andconnecting with other children in creative and positive ways.When I witness the quality of children’s work, I am amazed andexcited by the levels of learning that take place through theirprojects.

My frustration and fear occurred at times when I didn’t knowhow to proceed. Once I realized that I could invite mycolleagues to collaborate with me, I began to relax. Just aschildren benefit from revisiting an experience, I too gained fromtalking about my experiences and thoughts with my peers. Thereare many areas that I need to develop in my practice. Changedoes not happen overnight. I remind myself to take one step at atime. (Saskatchewan Early Childhood Educator, 2008)

1

In any change event,some of your biggestproblems will be relatedto communication. Somake this a very highpriority throughout theinitiative. (PowerPointpresentation: J. Huntington, 2007)

The Process of Change

The process of change is often characterized as a journey. The critical part is to

keep moving forward in increasing the quality of early childhood education

practice, one step at a time.

Change occurs best through a well-planned, collaborative process. The following

chart outlines characteristics of adult learning and corresponding strategies that

support positive change in beliefs and practices.

2

Leading for Change

Adult learners are: Strategies that support change:

Self-directed and autonomous

• need to feel free to direct themselves

• want some control over what, when,

where, why and how they learn

• involve adults in decisions about the

learning plan

• listen and learn from the adult learners

• facilitate and guide the learning process

for adults

• use authentic questions such as, “Will

you explain your idea to me?” “Why did

you choose to ...?”

• invite adults to make presentations

• encourage adults to become leaders in

the change process

Experienced and knowledgeable

• participate in many life experiences

• have various forms of previous

education

• understand work-related activities

• carry family responsibilities

• bring differing cultures, perspectives and

abilities to their learning

• recognize adults’ background and

knowledge

• connect new learning with past

experiences

• invite sharing of knowledge and abilities

• value and respect diverse viewpoints and

interpretations of content

• recognize the needs of individual learners

in each session

• build on their past successes to

encourage transfer of knowledge to the

new material

• ensure that staff are challenged to use all

of their senses in learning

Goal and relevancy oriented

• know their interests and what they want

to learn

• commit to goals that are relevant to their

situation

• value sessions that include authentic

experiences

• make decisions that enhance their

professional growth

• invite staff to share their goals

• facilitate hands-on and real-life activities

that directly apply to their work

• agree on activities or projects that are

meaningful to the learners

• suggest that staff work together on similar

projects

• discuss how their projects can achieve

their goals.

Supporting Change through Effective Adult Learning Strategies

Leading for Change

The Process of Change 3

Adult learners are: Strategies that support change:

Goal and relevancy oriented continued • ask questions such as, “How will you know

when you have reached your goal?”

• offer related experiences to illustrate new

information

• encourage staff to describe their authentic

experiences

• offer feedback when asked and debrief on a

regular basis

• acknowledge how staff are transferring the

new ideas into their practice

Practical and focused

• want to understand what the experiences

will mean to them in their work

• appreciate guidance in reaching their goals

• grow in positive and responsive learning

environments

• collaborate in planning each session

• encourage staff to offer suggestions for

achieving individual or group objectives

• use the skills and strengths of group members

to assist in facilitating learning opportunities

• check in with staff regularly to find out how

they are feeling about the sessions

• make necessary changes to reflect their

suggestions

• respond to questions or suggestions using

appropriate questions or statements. For

example: “I notice that you plan to engage

children in a new investigation. How will you

go about inviting them into that experience?”

• recognize their efforts

Motivated when they

• feel comfortable in a safe learning

environment

• can try out new ways of teaching with

support from peers and others

• feel free to learn through trial and error

• understand that reflection, action and

evaluation sustain learning and change

• set a welcoming, friendly tone in all sessions

• encourage exploration of new ways of thinking

and acting

• organize occasions when adult learners share

their new understandings with examples to

illustrate ideas

• introduce and model the processes of

reflection, action and evaluation adult learners

will use in their activities or projects

• offer related examples of how adults learn

through trial and error as they implement

sections of the Guide

• reinforce efforts to try out new ways of

teaching and interacting

• review with staff what they have accomplished

The Process of Change4

Leading for Change

TIME TO REFLECT...

How do I currently use these strategies?

Which strategies will work with my staff/program?

What strategy will I try first?

LEADERSHIP IN A TIMEOF CHANGELeadership can have many definitions. John Maxwell, in his book

21 Irrefutable Laws of Leadership, says, “Leadership is influence –

nothing more, nothing less.” Other writers use descriptive words

such as motivating and inspiring. Good leaders develop through a

never-ending process of self study, education, training, experience

and reflection. Reflection means taking the time to think, review,

gain insight and then move forward to action.

Kouzes and Posner (2007), in their bestselling book The LeadershipChallenge, identify “Inspire a Shared Vision” as one of the five

practices of exemplary leadership. They go on to say, “leaders

breathe life into the hopes and dreams of others and enable them to

see the exciting possibilites that the future holds.”

The Early Learning Program Guide gives a vision for high quality

early childhood education practices that can be adopted in any

setting to reflect the community, families and children.

Leadership in implementing the vision and principles of the Guideinvites commitment, creativity and thoughtful planning. A leader

will develop supports for change that include a variety of

opportunities for staff, family and community involvement. When

images of the possibilities offered in the Guide are shared, others

will begin to engage in considering how to put the ideas into

practice. Partners will benefit from enthusiasm and mentoring as

they collaborate in building a common picture of the learning

opportunities and plan for children’s growth and development.

Collaborative processes will involve the following groups:

• early childhood educators and staff

• families

• communities

Leading for Change

Leadership in a Time of Change 5

Change is like tossing apebble that will have everexpanding consequences

that show us what ispossible when we work

together in deepcommitment to young

children.

Educator and Staff Support

A leader’s role in supporting professional growth goes beyond outlining typical

responsibilities. Adult learning is based on personal background, values and

cultures. As a result, it is important to use appropriate strategies that reflect and

respond to the needs and interests of all. Being sensitive to the various learning

styles and responses to change will empower each individual to grow and develop

within a caring, nurturing work environment.

The following table provides ideas and examples of how leaders can encourage

change and apply adult learning principles.

Leaders can:

Idea Example

• demonstrate belief that educators and

other staff members are competent

and effective decision makers

• engage in collaborative discussion

with staff to plan for professional

development

• arrange for staff to collaborate • organize pairing of staff members to

collaborate on a particular topic of

common interest or to practise a new

skill. The project or skill

development, including challenges,

can be shared with the whole group.

• arrange team-building sessions • brainstorm components of a common

vision for the program. Ask each

participant to select one component

and write a brief example to describe

the component. Discuss these

examples and decide which

components are most appropriate for

the common vision. Prepare a vision

statement with the group. Modify as

new ideas emerge over time.

• encourage reflection, action and

evaluation processes

• pose questions for the group to

consider. Discuss the questions with

a view to enhancing practice.

Questions can be provocative and

encourage deeper reflection.

• provide short mentoring/coaching

sessions

• meet with individual educators to

discuss professional interests or

needs. Together, outline a

professional development plan.

Leading for Change

6 Leadership in a Time of Change

Family Connections

Engaging families in the life of the early learning program is an integral

part of the vision of the Guide. Research tells us that family engagement

in early learning strongly supports children’s overall growth and

development. Leaders will collaborate with educators to ensure family

members feel comfortable, secure and welcome in the early learning

program. Involving parents and families in developing a vision for their

children’s program will reflect their central role in children’s learning.

Family engagement may involve family members:

• joining in regular program activities

• meeting with staff members to share children’s current interests at

home and in the program

• assisting with field trips

• responding to and extending children’s learning

• sharing talents, skills and expertise

• presenting cultural and other information to staff members

• participating in program experiences for adults or for adults and children

• collaborating in decisions affecting the program

Community Partnerships

The wider community offers a source of support and recognition for the

program, for the staff and for the children and their families. Leaders can

establish partnerships within the community to communicate the

importance of early learning for young children and expand venues for

children’s learning opportunities.

Community partnerships may include:

• organizations that support family activities

• parks and recreation services

• local businesses and service groups

• suppliers of new or recycled materials for children’s projects

• venues to display documentation of children’s projects and learning

• municipal services such as fire prevention, police safety and others

Family involvement iscritical to the success ofyoung children in earlylearning environments andbeyond. Only whenteachers andadministrators welcome,respect, and value familypartnerships do parentsfeel supported.(Ball, 2007)

7Leadership in a Time of Change

Leading for Change

TTIMEIME TOTO RREFLECTEFLECT……How do I support and encourage?

Currently What am I doing now?

New ActionWhat will I try?

EvaluationHow will I know if it is

working?

Educators to ...

• reflect on current

practices

• move toward

change

Families to ...

• be engaged in

the learning

• share their gifts

and abilities

Community

Partnerships to ...

• participate in

support of young

children’s

learning

• expand venues

and

opportunities for

children’s

learning

Leading for Change

8 Leadership in a Time of Change

PRACTICAL IDEAS FORIMPLEMENTING THE GUIDEResearch and practice emphasize that it is essential that educators receive

encouragement and support from those in leadership roles in order to more

deeply understand their changing professional roles.

Viewing children as competent learners transforms educator roles in early

learning programs. As a result, children and educators become co-learners

who plan, review and assess the program together. Educators enhance their

practice through a process of reflection, action and evaluation. This results

in a responsive program based on children’s ideas, interests and

development. A powerful strategy for leaders is to model reflective practice

by asking appropriate, thoughtful questions and allowing staff time for

reflection and collaboration.

The following information offers suggestions to directors of child care,

administrators, supervisors, consultants and superintendents of education

who support the implementation of the Guide.

Leading for Change

Practical Ideas for Implementing the Guide 9

Practical Ideas for Implementing the Guide

Professional Growth Opportunities

1. Workshops or Focused Sessions

Workshops based on various topics presented in the Guide can serve as a way to

focus on specific ideas or approaches. These workshops can be delivered in a

variety of ways:

• short staff sessions approximately 30 minutes in length that focus on specific

topics in the Guide• workshop series developed by the staff members with each member taking a

turn to plan, present and engage the group in hands-on activities focused on a

particular topic in the Guide• local community discussion session or series of workshops focused on

common interests relevant to high quality learning environments

• regional or provincial workshops or conferences with follow-up sessions to

share the experiences and understandings with other educators who were not

able to attend

• regular meetings in which educators share their experiences and activities

with each other to demonstrate their changing approaches

2. Internet Access for Individual Study

Many early childhood educators have access to the internet and its resources. The

Ministry of Education provides on line resources related to the Play andExploration: Early Learning Program Guide at www.education.gov.sk.ca/ELCC.

Providing access to these resources may encourage individual educators to learn more

about the vision and principles described in the Guide. There is an opportunity to

review PowerPoint presentations and study the Into Practice booklets also located on

the Ministry’s website.

Many national and international organizations, institutes and governments also provide

information on the practices described in the Guide. Some of these website addresses

can be found in Resource Sheet G on page 24 of this booklet.

3. Professional Resources

Building a collection of quality early childhood resources and materials will help

to promote the vision and principles of the Guide. The list of Key Recommended

Resources in the Play and Exploration: Early Learning Program Guide found on

page 72, links directly to the core ideas and practices described in the Guide.

Other resources can be found in the References (pp. 73-75) as well as on the

Ministry of Education’s website www.education.gov.sk.ca in the Early Learning

and Child Care section.

Leading for Change

10

Practical Ideas for Implementing the Guide

Many educators use these resources to form a book club. The group reads one of

the assigned books or articles and meets to discuss the implications for practice.

This networking can build relationships, encourage discussion and deepen

understanding.

4. Work Environment

Creating a work environment that values collaboration, reflection and continuous

improvement should be an important focus for leaders. Support for a positive

work environment can be shown by providing:

• opportunities for collaborative discussions with other educators

• resources on child development and the specific cultural and linguistic

makeup of children and their families

• time to study and reflect on practices

• opportunities to attend workshops and conferences

• opportunities to visit other programs

• tools, equipment and resources required to implement the Early LearningProgram Guide in the learning environment

Prioritize with educators what they need to feel supported.

5. Celebrate Success

Celebrating personal growth and successes is an important step in any change

process and in creating a positive work environment. As early childhood

educators begin to make changes in their practice, encourage them to celebrate the

steps that they take on the journey. Some ways to do this include:

• creating an experience journal highlighting the challenges and successes

• capturing changes to the program with pictures, videos, writings and drawings

• displaying this documentation for families and the community

• sharing experiences and ideas with colleagues

11

Leading for Change

As you take time, you willdiscover a deep desire formeaningful work that makesa difference in the world –time for joy and laughter; acommunity where you feelsafe, have history and enjoya sense of belonging.(Carter & Curtis, 1998)

Practical Ideas for Implementing the Guide

Summary

Most educators who choose to work in early childhood education do so

because it is work that has real meaning for them. They work with real

children and families. This work offers the possibility of making a

difference in the world. Yet all too quickly external pressures and demands

of the work can cause them to lose sight of this primary motivation. At

times it can be hard to hope or plan for change.

The implementation of the Guide with its vision and principles is a tool to

assist in recapturing the delight of working with young children and their

families. There is an opportunity for greater professional pride as

educators embrace enhanced practice opportunities.

Leading for Change

12

RESOURCE SHEETS

A. IDEAS FOR WORKSHOPS ORFOCUSED SESSIONS 14

B. ORGANIZING A BOOK CLUB 15

C. PROFESSIONAL DEVELOPMENTOUTLINE 17

D. SITE VISIT OBSERVATION 19

E. ASSESSING THE LEARNINGPROGRAM 22

F. CONSIDERATIONS FOR DIRECTORSAND ADMINISTRATORS 23

G. RECOMMENDED RESOURCES 24

13Resource Sheets

Leading for Change

A: IDEAS FOR WORKSHOPS OR FOCUSED SESSIONS

DISCUSSION GROUP - 30 minutes

1. Choose a specific topic in the Guide. Let participants know in advance and ask them

to read specific pages.

2. Offer a brief overview of the content from the Guide.

3. Facilitate discussions, reflections and questions.

Participants can take turns leading these sessions.

Example:

Topic: Part II: Children as Competent Learners (Guide, p. 14-21)

Overview: Emphasize the related Principles (Guide p.5) and the description of what

children demonstrate that they are able to do (Guide, p. 10).

Discussion: Lead discussion around questions such as, “How do we recognize these

abilities in our practice?” “Do we use practices that do not recognize

children as competent learners?”

ACTIVITY WORKSHOP - 60 minutes

1. Choose a specific topic from the Guide.

2. Invite an educator to plan a hands-on exploration for participants that focuses on the

topic.

3. Present the exploration to the group; explain why it is important.

4. Encourage everyone to get involved.

5. Conclude with reflective questions about the exploration.

Example:

Topic: Holistic Learning and Development (Guide, p. 28-34)

Activity: Set out clay or playdough in a variety of natural tones or colours. Engage

participants in active learning. Encourage exploration and experimentation.

Add tools to the playdough/clay.

Discussion: Give each participant a copy of Reflecting on Holistic Learning and

Development Resource Sheet B (Guide, p. 59). Have the group reflect on

the activity and the areas of development. Ask, “How could this play

experience be enhanced?”

Resource Sheet

Leading for Change

14

B: ORGANIZING A BOOK CLUB

Participants in a book club have the benefit of gaining knowledge and

information with the bonus of building a sense of community and common

understandings.

The book club can have different formats and participants need to make it

work for their individual needs.

Getting Started:

1. Choose a leader. After the first meeting leadership can be rotated

among participants if the group chooses.

2. In consultation with the group, choose an early childhood related

book to read.

3. Choose a time, date and location for initial meeting.

4. Set an agenda

5. Invite participants.

Groups often enjoy meeting in each others homes where there is a

relaxed atmosphere. This can facilitate deeper discussions and put

people at ease.

Organizational Meeting:

1. Take time to become better acquainted.

2. Provide a brief synopsis of the book and its applicability to early

childhood education and current practice.

3. Divide the book into sections that should be read for each meeting.

4. Decide on the format of future meetings; for example, participants

could prepare reflective questions based on their reading or a sharing

circle could be used. The format of the agenda should reflect the

group’s priorities.

5. Set meeting dates for the next two or three months.

Subsequent Meetings—Ideas to Guide Discussion:

As a leader it is important to encourage and guide discussion to support

reflection and curiosity. You may wish to ask participants to share:

• initial thoughts about the section that was read

• opportunities and challenges presented by the material

• how the information read might apply to current practice and

children’s learning

• questions and clarification about particular ideas

• parts that really spoke to them as professionals working with children

and families

Resource Sheet

Using the sharing circle ideato share “aha” and“hmmmm” moments changedthe dynamics of our group.I think everyone felt that it wasokay to question what theywere reading and were morewilling to share their thoughts;and everyone also foundmoments of discovery and a“yes, I can do that and it willwork” attitude shift resulted.(Saskatoon book cluborganizer, 2008)

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Leading for Change

Leading for Change

Resource Sheet

B: ORGANIZING A BOOK CLUB ... CONTINUED

Book Suggestions

A selection from the Early Learning Program Guide key resource list is a good

starting place; for example:

1. Carter, M., & Curtis, D. (2000). The art of awareness: How observationcan transform your teaching. St. Paul, MN: Redleaf Press.

2. Fraser, S. (2006). Authentic childhood: Experiencing Reggio Emilia in theclassroom (2nd ed.). Toronto, ON: Nelson, Thomson Canada.

Books that book clubs have read or are currently reading:

1. Carter, M., & Curtis, D. (2008). Learning together with young children.

St. Paul, MN: Redleaf Press.

2. Paley, V. (2004). A child’s work: The importance of fantasy play. Chicago,

IL: University of Chicago Press.

3. Kempton, S. (2007). The literate kindergarten: Where wonder anddiscovery thrive. Portsmouth, NH: Heinemann.

Reading and sharing thoughts on a mutually chosen book can build trust and

cohesiveness for a group. As a sense of trust builds, participants are able to

reflect more deeply and challenge each other towards improved, reflective

practice.

16

Resource Sheet

Leading for Change

C: PROFESSIONAL DEVELOPMENT OUTLINE

To make the most of attendance at a conference:

1. Encourage educators to do a self-evaluation on areas of strength and

areas where growth is required. This can be done in consultation

with peers or on their own.

2. Have educators set one or two learning goals based on the self-evaluation and outline the supports needed to achieve these goals.

3. Suggest educators select workshops that will relate to these goals.

Encourage them to choose workshops that offer hands-on practice

and group discussion as well as content and resources.

4. Have educators attend workshops and reflect on the content.

5. Organize times and places for educators to report back to others on

their learning, inspirations and reflections.

6. Support educators to implement new ideas and try out new

strategies and techniques.

The form on the following page is an example that could be used by

educators to plan attendance at a conference.

17

Conference Planning Form (adapted from Carter & Curtis, 1998)

Name of Conference: Date:

Learning Goals:

Workshop choices related to goals:

Reflections on workshops: (sample questions)

What do I already know about this topic? Does it seem consistent with my own practice? Is the

information based on the most current early childhood education research? If so, how can I begin

to implement it in my practice?

How to share knowledge gained from conference:

With colleagues?

With others?

Summary of ideas to implement in practice:

Leading for Change

Resource Sheet

Skills, knowledge and practices in which I am

strong:Skills, knowledge and practices that I want to

improve:

18

Resource Sheet

D: SITE VISIT OBSERVATION

Observation Form for Visiting Other Programs

Sending staff members to visit other early learning programs that are on the journey to

implement Play and Exploration: The Early Learning Program Guide is a valuable

professional development activity. The sites could include a Prekindergarten

classroom, child care centre, and Aboriginal Head Start program or a preschool.

Consultants may offer suggestions of sites to visit.

To get the most out of a site visit, it is useful for those going to plan how they will

focus their attention. An informal observation form can then be developed for data

collection and reflection. What you include as questions can alert the observer to the

various components of the chosen topics. The following pages give two examples that

could be used.

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Leading for Change

Resource Sheet

Leading for Change

Observation Focus: CHILDREN AS COMPETENT AND CAPABLE

Educator/Program Observed:

Observer: Date/Time:

1. What did you see that demonstrated a child being valued, acknowledged and

encouraged by an educator?

2. What evidence did you see of children being engaged in developing the

program/daily plan?

3. What did you see that demonstrated children’s independence and decisions being

encouraged?

4. What “risks” were children allowed in the program?

5. What capabilities did children show during your visit? Circle the capabilities that

you identify and add others you observed.

Artistic Explorer Problem Solver

Begins a conversation Recalls a past experience Gentle

Requests materials and props Investigator Creates a plan

Curious Decision Maker Self-control

Language Thinks ahead Enthusiastic

Connects to natural world Engaged Observer

Shares ideas Participates in conversation Social

20

Resource Sheet

Observation Focus: HOLISTIC EARLY LEARNING ENVIRONMENT

Educator/Program Observed:

Observer: Date/Time:

1. What in the environment promotes social interactions, investigations and discussions?

2. What materials and equipment did you see that stimulate children’s holistic

development and curiosity?

3. What did you see that would demonstrate families being welcomed in the program?

4. What example did you see of children’s thoughts, words and work being honoured

and visible in the program?

5. What experiential centre did you find most interesting? Why?

6. How do the indoor and outdoor spaces encourage exploration and learning?

(Observation forms adapted from Carter & Curtis, 1998)

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Leading for Change

Resource Sheet

E: ASSESSING THE LEARNING PROGRAM

DESCRIPTOR Yes

Moving

Towards Not Yet

Physical Organization

The room is set up in experiential centres. Numerous materials, props,

books and manipulatives are accessible to children. Displays include

documentation of learning, including children’s work, language and

conversations.

Active Learning

Children are actively involved in real day-to-day problem solving.

Program Planning, Scheduling and Flexibility

The schedule is divided into large blocks that are flexible, involve minimal

transitions and accommodate projects and investigations.

Child-Centred Programming

The room focus is child-centred, creating optimum conditions for children’s

learning. The educator anticipates how to support children’s growth in

skills, knowledge and values based on knowledge of developmentally and

culturally appropriate skills and content.

Guided Interaction

The educator assists, encourages and extends, working with small and

large groups and individuals. The educator circulates and scaffolds

children’s learning through experiential learning opportunities.

Choice

Children are free to choose, plan and make decisions. Experiences are

presented and time is provided to include choice.

Child-Initiated Learning

Children often initiate activities that support play and investigation.

Exploration emerges from the child’s interests. Children are encouraged to

be risk takers.

Individualization

Modifications to accommodate individual abilities are clearly evident.

Language Development

Children are free to talk among themselves. The educator asks many

open-ended questions that follow the children’s lead. The child’s response

is used to further learning.

Assessment and Evaluation of Children’s Learning

Educator observation and holistic documentation of children’s learning form

the basis of assessment of child development.

Classroom Management

Rules for behaviour include child input. Adults have responsibility to model

positive, supportive behaviours. Children are given responsibility for

choices about their behaviour and experience logical consequences for

acceptable and unacceptable behaviour. The relaxed classroom

atmosphere is a result of cooperation and mutual respect. Focus is on the

positive (good choices, fair play, meeting personal needs).

Program Assessment Tool: This tool can be used as a self-assessment, on a site visit or both.

Leading for Change

22

Resource Sheet

Leading for Change

F: CONSIDERATIONS FOR DIRECTORS AND ADMINISTRATORS

Consider Applaud Question

Assessing

Children’s

Learning

• Educator uses a variety of methods to

collect information about children’s

unique qualities and develops

appropriate goals

• Educator sees only the needs of the

children and does not plan to provide

support to overcome the needs

• Unrealistic expectations for 3- & 4-year

olds

Bulletin

Boards

• Work displayed is created by children

and is of interest to children

• Features commercial posters and

crafts that look all the same (e.g., turtle

pattern animals)

Learning

Materials

• Experiential Centres: provide a variety of

open-ended materials and props to

encourage children’s investigations

• Commercial toys predominate and are

used for a single purpose

Family

Engagement

• A place for adult family members to sit

while waiting for children

• Photos are displayed in the room so

children can see their families

throughout the day

• Events are planned that support families

in their learning with their children

• Lack of dialogue between the educator

and the family

• The same event happens each month

(e.g., cookie baking)

Time • Educator allows large blocks of time for

children to engage in activities, which

provides fewer and smoother transitions

• Educator changes activities too quickly

and controls children’s time

Interacting

with Children

• Educator supports language,

communication, initiative and problem

solving by the children in individual,

small and large groups

• Children sit at tables and chairs to

complete individual worksheets

• Crafts that are educator directed

Learning

Environment

• Safe and healthy indoor and outdoor

learning environments

• Thoughtfully designed layout that

encourages investigation and

exploration

• Children have no access to outdoor

learning experiences

• Room overcrowded or unorganized

Long Range

Planning

• Educator considers the ideas of the

children and their interests when

planning for the upcoming year. Plans

may be summarized at the end of the

month and submitted to administration

(emergent curriculum)

• Educator has the entire year planned

with themes, field trips and activities

prior to meeting the children

Age-

Appropriate

Program

• Large blocks of time allow children to

engage in play experiences

• Interaction in small and large groups

with ample opportunities for

conversation and oral language

development

• Educator tends to introduce the

primary school curriculum into

programming for preschool children

Build

Community

• Collaboration to provide a seamless

transition to Kindergarten.

• Educator works independently from

other ELCC programs

23

Resource Sheet

G: RECOMMENDED RESOURCES

Websites

1. www.ecetrainers.com

This site has a list of books, videos and a toolbox of ideas and possibilities.

2. www.childcareexchange.com

The site has many references for books, articles and Out-of-the-Box training

kits. There is an excellent section on Leadership and Management.

3. www.cccf-fcsge.ca

The Canadian Child Care Federation has excellent resource sheets on many

topics avaliable through their website. The Federation has developed resources

for helping families and early childhood educators to work together. These are

available free of charge.

4. www.frp.ca

The National Family Resource Program has many resources for parents as well

as resources for welcoming new immigrant families.

Video/DVD/PowerPoint Format

1. The following six videos/DVDs are available from High/Scope Press. Each

video/DVD includes a study guide that further explains the key experiences. A

list of materials is available for suggestions of what to provide to enhance the

key experience. These key experiences include:

• Classification, Seriation and Number

• Creative Representation

• Initiative and Social Relations

• Language and Literacy

• Movement and Music

• Space and Time

2. The following two videos from Harvest Resources are excellent resources:

• Side by Side: Mentoring Teachers for Reflective Practice – this resource is

helpful for leaders working with educators

• To See Takes Time: Growing Curriculum from Children’s Theories – this

resource gives practical advice on projects and emergent curriculum

3. Harvest Resources also carries PowerPoint CDs that may be viewed for ideas

about early childhood programs. These high-quality PowerPoint CDs include

many exemplary photos. The titles are:

• A Study of Early Childhood Program Environments

• Giving Children More Languages

• Leave No Child Inside: Outdoor ECE Program Environments

• Take Time to See Through Children’s Eyes

• Visionary Infant and Toddler Program Environments

Leading for Change

24

Leading for Change

25

Professional Magazines/Journals

Suggestions for relevant subscriptions are:

1. Interaction from Canadian Child Care Federation (CCCF)

www.cccf-fcsge.ca

2. Canadian Children from Canadian Association of Young Children

(CAYC) www.cayc.ca

3. Exchange from Child Care Exchange www.childcareexchange.com

4. Innovations from North American Reggio Emilio Alliance (NAREA)

www.reggioalliance.org

Books

1. Carter, M., & Curtis, D. (1998). The visionary director. St. Paul, MN:

Redleaf Press.

2. Carter, M., & Curtis, D. (2007). Learning together with young children.

St. Paul, MN: Redleaf Press.

3. Curtis, D., & Carter, M. (2000). The art of awareness: How observationcan transform your teaching. St. Paul, MN: Redleaf Press.

4. Epstein, A. (2006). The intentional teacher: Choosing the best strategiesfor young children’s learning. Washington, DC: National Association for

the Education of Young Children.

5. Fraser, S. (2006). Authentic childhood: Experiencing Reggio Emilia in theclassroom (2nd ed.). Toronto, ON: Nelson, Thomson Canada.

6. Jones, E., & Nimmo, J. (1994). Emergent curriculum. Washington, DC:

National Association for the Education of Young Children.

7. Kouzes, J., & Posner, B. (2007). The leadership challenge (4th ed.). San

Francisco, CA: John Wiley & Sons.

Resource Sheet

Book Availability

Resource Sheet26

Leading for Change

Book Title Author Available at

The VisionaryDirector

Carter, M., & Curtis, D. 1. Chapters.Indigo.ca

2. Amazon.ca

3. Book and Brier

4. Macnallyrobinson.com

5. ecetrainers.com

Learning Togetherwith Young Children

Carter, M., & Curtis, D. 1. Chapters.Indigo.ca

2. Amazon.ca

3. Book and Brier

4. Macnallyrobinson.com

5. ecetrainers.com

The Art ofAwareness: HowObservation CanTransform Your

Teaching

Carter, M., & Curtis, D 1. Chapters.Indigo.ca

2. Amazon.ca

3. Book and Brier

4. Macnallyrobinson.com

5. ecetrainers.com

The IntentionalTeacher: Choosingthe Best Strategiesfor Young Children’s

Learning

Epstein, A. 1. Amazon.ca

2. Book and Brier

3. sales.naeyc.org

AuthenticChildhood:

ExperiencingReggio Emilia in the

Classroom. (2ndEdition)

Fraser, S. 1. Chapters.Indigo.ca

2. Amazon.ca

EmergentCurriculum

Jones, E., &

Nimmo, J.

1. Amazon.ca

2. Book & Brier

3. sales.naeyc.org

LeadershipChallenge (4th

Edition)

Kouzes, J., & Posner,

B.

1. Chapters.Indigo.ca

2. Amazon.ca

3. Book and Brier

Leading for Change

References 27

REFERENCES

Ball, A. (2007). Spotlight on young children and families. In D. Koralek (Ed.), Supportingand involving families in meaningful ways (pp. 2-3). Washington, DC: National

Association for the Education of Young Children.

Carter, M., & Curtis, D. (1998). The visionary director: A handbook for dreaming,organizing, & improvising in your center. St. Paul, MN: Redleaf Press.

Carter, M., & Curtis, D. (2000). The art of awareness: How observation can transformyour teaching. St. Paul, MN: Redleaf Press.

Hammer & Company. (1999). Business process reengineering processes for management:An executive workshop. Cambridge, MA.

Huntington, J. (2007). Change process model [PowerPoint slides].

Kouzes, J., & Posner, B. (2007). The leadership challenge. San Francisco, CA: Jossey-

Bass.

Maxwell, J. (1998). 21 irrefutable laws of leadership. Nashville, TN: Thomas Nelson.

Ministry of Education. (2008). Play and exploration: Early learning program guide.Regina, SK: Author.